Abstract
The argument advanced in this Special Issue of Education Sciences favors democratizing knowledge production and dissemination across the humanities and social sciences through the mainstreaming of multilingual researchers capabilities for theorizing using their full linguistic repertoire. An important contribution of the papers in this Special Issue is the promise that post-monolingual research methodology holds for collaborative projects among multilingual and monolingual researchers that tap into intercultural divergences across languages. Together these papers give warrant to multilingual researchers, including Higher Degree Researchers develop their capabilities for theorizing using their full linguistic repertoire, an educational innovation that could be of immense benefit to scholars working predominantly monolingual universities. Through their thought provoking papers presented in this Special Issue, these researchers invites those working in the education sciences to seriously consider the potential benefits of multiplying the intellectual resources used for theorizing that is possible through activating, mobilizing and deploying researchers’ multilingual resources in knowledge production and dissemination.
Highlights
The argument advanced in this Special Issue of Education Sciences favors democratizing knowledge production and dissemination across the humanities and social sciences through the mainstreaming of multilingual researchers capabilities for theorizing using their full linguistic repertoire
This Special Issue of Education Sciences focuses on ground-breaking research in the field of languages, higher education and research directed by developing and testing post-monolingual research methodology [1]
Multilingual researchers and Higher Degree Researchers (HDRs), along with English-speaking monolingual researchers, can make develop their capabilities for theorizing by using their full linguistic repertoire, while explicitly dealing with the tensions created by English-only monolingual theory, research and education
Summary
The argument advanced in this Special Issue of Education Sciences favors democratizing knowledge production and dissemination across the humanities and social sciences through the mainstreaming of multilingual researchers capabilities for theorizing using their full linguistic repertoire. Multilingual researchers and HDRs, along with English-speaking monolingual researchers, can make develop their capabilities for theorizing by using their full linguistic repertoire, while explicitly dealing with the tensions created by English-only monolingual theory, research and education.
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